Write your goals into the spaces on the left and then, list strategies that you could use to assess student learning. Be sure to keep in mind the context and constraints of your course. Go to the course plan that you have developed iand add assessments as appropriate. You may decide that the student activities and assignments you have planned are sufficient to meet your goals, or you may decide that you need to add more and/or different strategies. This table helps to make sure that your assessments are aligned with your goals. For each assessment, consider what the balance of lower order and higher order thinking required for the assessment.
Formative assessment provides diagnostic feedback to students and teachers at short-term intervals (e.g., during a class or on a weekly basis)
Conferencing while using FWC,
Jing videos and image captures
Anecdotal records from class and small group discussions
Student reflections - writen and oral
Summative assessment provides a description of students' level of attainment upon completion of an activity, module, or course
Portfolio of worksamples (minimum 5 tasks) with written description and reflection (educative assessment)
Unseen problem solving activity requiring use of FWC
Evaluative assessment provides teachers with curricular feedback (e.g., the value of a field trip or oral presentation technique)
Likert scale survey of students
Tabulation of student achievements across activities
Educative assessment integrated within learning activities themselves builds student insight and understandings about their own learning and teaching. In short, assessment IS a form of learning.
assessment strategy 1
assessment strategy 2
assessment strategy 3
assessment strategy 4
assessment strategy 5
overarching goal 1
Construct and read graphs
Conferencing while using FWC including use of Jing
Portfolio of worksamples
Unseen problem solving task
overarching goal 2
Identify key elements leading to effective problem solving
Use of Jing to record approaches to problem solving
Unseen problem solving task
Anecdotal records from class discussions
overarching goal 3
Communicate strategies for working using appropriate mathematical language
Conferencing while using FWC
Portfolio of worksamples
Unseen problem solving task
Anecdotal records from class discussions
ancillary skills goal 1
Use FWC successfully as a tool for learning and demonstrating learning
Conferencing while using FWC
Portfolio of worksamples
Unseen problem solving task
Anecdotal records from class discussions
ancillary skills goal 2
To identify the possible uses of algebra in real world circumstances
Write your goals into the spaces on the left and then, list strategies that you could use to assess student learning. Be sure to keep in mind the context and constraints of your course. Go to the course plan that you have developed iand add assessments as appropriate. You may decide that the student activities and assignments you have planned are sufficient to meet your goals, or you may decide that you need to add more and/or different strategies. This table helps to make sure that your assessments are aligned with your goals. For each assessment, consider what the balance of lower order and higher order thinking required for the assessment.
Formative assessment provides diagnostic feedback to students and teachers at short-term intervals (e.g., during a class or on a weekly basis)
- Conferencing while using FWC,
- Jing videos and image captures
- Anecdotal records from class and small group discussions
- Student reflections - writen and oral
Summative assessment provides a description of students' level of attainment upon completion of an activity, module, or course- Portfolio of worksamples (minimum 5 tasks) with written description and reflection (educative assessment)
- Unseen problem solving activity requiring use of FWC
Evaluative assessment provides teachers with curricular feedback (e.g., the value of a field trip or oral presentation technique)- Likert scale survey of students
- Tabulation of student achievements across activities
Educative assessment integrated within learning activities themselves builds student insight and understandings about their own learning and teaching. In short, assessment IS a form of learning.Construct and read graphs
Identify key elements leading to effective problem solving
Communicate strategies for working using appropriate mathematical language
Use FWC successfully as a tool for learning and demonstrating learning
To identify the possible uses of algebra in real world circumstances